Teaching Lab All Partners Report: Matched

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 34 educators who completed the diagnostic survey, 34 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 71% 69% −3% 73%
Recognition of race & culture 43% 37% −6% 39%
Holding growth mindsets 54% 58% +5% 69%
Having high expectations and beliefs 100% 89% −12% 89%
Taking accountability for equitable instruction 95% 91% −4% 90%

1 Note: The number of observations varies between items from 31 to 34

2 n = 34

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 66% 66% +0% 72%
Trust in fellow teachers 93% 73% −20% 76%
Connectedness to fellow teachers 69% 87% +18% 90%
Have influence over professional learning 31% 33% +2% 52%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 69% 70% +1% 72%

1 Note: The number of observations varies between items from 30 to 29

2 n = 29

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 71% 73% +3% 74%
ELA instructional shifts 72% 74% +2% 76%
Fluency 56% 50% −6% 50%
Text complexity 78% 86% +8% 86%
Close reading 70% 74% +4% 76%
Building knowledge 60% 75% +15% 75%
Supporting students with unfinished learning 82% 82% +0% 82%

1 Note: The number of observations varies between items from 10 to 10

2 n = 10

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 61% 62% +2% 66%
Math instructional shifts 53% 53% +0% 56%
Equitable Math Instruction 57% 54% −3% 58%
Supporting students with unfinished learning 58% 68% +11% 72%
Effective Teaching Practices 77% 86% +9% 86%

1 Note: The number of observations varies between items from 24 to 24

2 n = 24

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
When observing teachers, I focus on…           Overall score 100% 75% −25% 75%
Whether the lesson is focused on a high-quality text or task 100% 75% −25% 75%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 100% 75% −25% 75%
Whether all students have opportunities to engage in the work of the lesson 100% 75% −25% 75%

1 Note: The number of observations varies between items from 4 to 5

2 n = 4

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 75% 0%
The questions and tasks address the analytical thinking required by the grade-level standards 50% 0%
All students have opportunities to engage in the work of the lesson 50% 0%

1 n = 4

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 7

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes

"I feel like the session overall went well. The balance
between synchronous and asynchronous activities was
perfect and the breakout rooms were used effectively and
efficiently. I appreciated the structure of the participant
notebook. It was nice to have that note-taking document
that was aligned to the presentation/activities we were
completing."

"actually like it was broken into 2 days -didn't seem too
overwhelming with everything else going on"

"Although internet and technology issues are often
inevitable, the entire course went well. There was a lot of
learning done within a few hours. I am so appreciative for
these boot camps."

"This course really helped my in addressing unfinished
learning and misconceptions students may have."

"Learning that writing is still a key concept that needs more
in depth attention and instruction."

"I like the activities when the facilitator models activities
and we put our "student hats" on."

"it was intentional and engaging. I enjoyed the discussions
with the other participants."

"Really appreciated the work that we did asynchronously today
as well as the discussion immediately after to calibrate our
scoring."

"Love that we worked in our grade level groups and stayed
with that group for all three sessions"

"I think how the matrial was presented really helped me
undertand it. We were able to read it and then we discussed
it as a group in the zooms. There really helped."

Comments on Improving Experience
Quotes

"Having a week off in the middle was a little confusing but I
completely understand due to HIVE and Standards."

"I struggle with having enough time to complete the
asynchronous work in a way that allows me time to deeply
think about the materials and/or readings. This has been
since day 1 and I thought I would just get quicker, but I
did not. Typically, I finish the work with 7 minutes for
lunch. I thought you might like some feedback for cohort 2"

"i would have liked to be able to look more at actual
materials and lesson plans with my team"

"additional time spent focusing on the EL curriculum such as
the text, assessments and new materials."

"More participation from my co-teachers (They were not all
participants in the program)"

"There is a lot of material to go over in a short amount of
time - maybe go a little slower."

"Cut the some of the tasks down to accommodate the time- I
would rather be asked to do less and do it well:)"

"I like how teachers have time to create or work on things.
To make the course even better, have them share their work
anonymously with each other. Teachers can learn from each
other while being accountable for their time."

"I wish I had the standards that went along with the second
video in Achieve the Core"

"To have completed this boot camp in July so that I could
have put a team together and plan the roll out without
feeling rushed"

Additional Comments
Quotes

"There was a lot of pertinent information in a short amount
of time to help me get acclimated to the curriculum."

"I enjoyed it. Really loved being able to focus on materials
we use and plan for future lessons."

"I really liked the last couple sessions because that is when
we took a closer look at the Eureka Curriculum. I would have
liked more time planning with cohorts and even practicing
lessons."

"Thank you for the opportunity to learn! Questions 7 & 8
left no place to answer the questions. I would rate both of
those questions as Strongly Agree."

"Thank you for putting together a comprehensive training on
our EL curriculum and I look forward to bringing some of
these lessons to light."

"I appreciate everything that you a doing to help us do our
job effectively with teachers."

"It was 3 facilitators: Meredith Starks would receive the
same rating as the other 2 facilitators. They did a great
job!"

"I wish the District could also offer us an advance training
to learn more about this curriculum and required all
teachers who are using the curriculum to attend."

"The both of you did a great job facilitating the PD.You
always showed great enthusiasm about the topic, and kept the
energy positive."

"I really enjoyed this course! The facilitator did a GREAT
job of keeping the discussions going and allowing others to
participate."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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